Moving primary physical education forward: start at the beginning     

Mike Jess  Nicola Carse 《Education 3-13》2017,45(5):645-657

This paper presents selected findings from a questionnaire completed by 509 primary school teachers in Scotland. Drawing on policy enactment theory, the paper focusses on teachers’ personal experiences of physical education and perceptions of the importance of physical education in their schools. More than half (56%) reported that physical education was either ‘very important’ or ‘important’, while almost 40% perceived it to be of ‘limited’ or ‘very limited importance’. ‘Staff’, ‘time’ and ‘subject status’ were the main themes they drew on to explain their responses. Our findings highlight the diverse nature of the physical education professional cultures in Scottish primary schools. From this, we propose that future initiatives to support change in primary physical education should, as a starting point, acknowledge these diverse professional cultures and move beyond the simplistic one-size-fits-all change projects that have been shown to have limited impact on practice.  相似文献   

Education for sustainability within early childhood studies: collaboration and inquiry through projects with children     

Nicola Hirst 《Education 3-13》2019,47(2):233-246

This paper considers an Action Research project which was implemented to establish a shared understanding of the term ‘Education for Sustainable development’ within the context of an Early Childhood Studies degree. Students engaged in projects with children and local early years’ providers, and the research aligns with previous work undertaken by Siraj-Blatchford, Smith, and Samuelsson (2010. Education for Sustainable Development in the Early Years. Organisation Mondiale Pour ?Education Prescolaire (OMEP)), which explored the role of education for sustainability in the field of Early Childhood Education. With the lingering and persistent preoccupation with testing, results and outcomes in early childhood education, compulsory school education and higher education the research aimed to capture the idea of the student as a change agent with opportunities to work with children as agents of change. The main findings lean towards participatory action research as an emancipatory reminder that research does not need to be a technical activity and the voices and actions of children, students and early childhood educators can be foregrounded in a way that validates authentic involvement by all participants.  相似文献   

Computer Simulations Improve University Instructional Laboratories          下载免费PDF全文

Nicola J. Gibbons  Chris Evans  Annette Payne  Kavita Shah  Darren K. Griffin 《CBE life sciences education》2004,3(4):263-269

Laboratory classes are commonplace and essential in biology departments but can sometimes be cumbersome, unreliable, and a drain on time and resources. As university intakes increase, pressure on budgets and staff time can often lead to reduction in practical class provision. Frequently, the ability to use laboratory equipment, mix solutions, and manipulate test animals are essential learning outcomes, and “wet” laboratory classes are thus appropriate. In others, however, interpretation and manipulation of the data are the primary learning outcomes, and here, computer-based simulations can provide a cheaper, easier, and less time- and labor-intensive alternative. We report the evaluation of two computer-based simulations of practical exercises: the first in chromosome analysis, the second in bioinformatics. Simulations can provide significant time savings to students (by a factor of four in our first case study) without affecting learning, as measured by performance in assessment. Moreover, under certain circumstances, performance can be improved by the use of simulations (by 7% in our second case study). We concluded that the introduction of these simulations can significantly enhance student learning where consideration of the learning outcomes indicates that it might be appropriate. In addition, they can offer significant benefits to teaching staff.  相似文献   

Vascular architecture:is it a helpful histopathological biomarker for hepatocellular carcinoma?     

GRIZZI Fabio  FRANCESCHINI Barbara  FIAMENGO Barbara  RUSSO Carlo  DIOGUARDI Nicola 《Journal of Zhejiang University. Science. B》2007,(4)

Hepatocellular carcinoma(HCC) remains one of the major public health problems throughout the world.Although originally associated with tumorigenic processes,liver angiogenesis has also been observed in the context of different liver in-flammatory,fibrotic,and ischemic conditions.Here we investigate the fractal dimension as a quantitator of non-Euclidean two-dimensional vascular geometry in a series of paired specimens of primary HCC and surrounding non-tumoral tissue,and discuss why this parameter might provide additional information regarding cancer behavior.The application of fractal geometry to the measurement of liver vascularity and the availability of a computer-aided quantitative method can eliminate errors in visual interpretation,and make it possible to obtain closer-to-reality numerals that are compulsory for any measurement process.  相似文献   

Setting the Record Straight for the Rights of the Child National Summit     

Nicola Laurent 《档案与原稿》2017,45(3):253-254

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Sensory stories for children and teens with special educational needs: a practical guide     

Nicola Lawrence 《Educational Psychology in Practice》2016,32(1):101-102

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Personal oral narratives in a special school curriculum: an analysis of key documents     

Nicola Grove 《British Journal of Special Education》2014,41(1):6-24

Oral narrative is a critical skill for school achievement, for personal relationships and for social participation. However, it is downgraded in current and proposed National Curriculum frameworks, which fail to recognise its significance in development. Schools have flexibility to address the issue, which is of particular importance to pupils with special educational needs. This article explores the place of narrative in the policies, curriculum and assessment scheme of a special school catering for pupils across the range of ability. It is concluded that, while schools are free to prioritise according to pupils' needs, it is difficult to target oral narrative effectively in the absence of appropriate frameworks for setting goals and monitoring progress.  相似文献   

The impact of dynamic assessment: an exploration of the views of children,parents and teachers     

Nicola Lawrence  Sharon Cahill 《British Journal of Special Education》2014,41(2):191-211

A qualitative research project was carried out to explore the views of children with special educational needs, their parents and teachers about one aspect of educational psychology practice: the dynamic assessment of cognitive skills. The research was carried out in a highly diverse and inclusive borough in East London, by Nicola Lawrence from Hounslow Educational Psychology Service, and Sharon Cahill from the University of East London. The views of nine children were sought through semi‐structured interviews regarding the process of dynamic assessment, supported with tools and techniques to facilitate discussion. The views of eight parents and seven teachers were also sought, through semi‐structured interviews and focus groups, regarding the psychological reports produced from dynamic assessment. Of the original findings acquired through thematic analysis of the data, those pertaining to the perceived impact of dynamic assessment of cognitive skills are reported. Dynamic assessment was reported to impact positively upon the child's emotional well‐being, self‐perceptions, approach to learning and social relationships, both directly, and through the subsequent intervention of parents and educators. Dynamic assessment, as well as providing instructionally useful information for parents and teachers, encouraged them to move beyond locating the problem within the child, to reconceptualising their special educational needs in context. As a result, parents and teachers became more positive and optimistic about the child, the current situation and the child's future. Dynamic assessment impacted upon the child's holistic needs, parenting and the development of inclusive practice in the classroom. It is concluded that from the perspective of service users, dynamic assessment forms a worthwhile and valuable part of educational psychology practice.  相似文献   

Being strategic,being watchful,being determined: Black middle-class parents and schooling     

Carol Vincent  Nicola Rollock  Stephen Ball  David Gillborn 《British Journal of Sociology of Education》2012,33(3):337-354

This paper reports on qualitative data that focus on the educational strategies of middle-class parents of Black Caribbean heritage. Drawing on Bourdieu’s key concepts of habitus, capital and field, our focus is an investigation of the differences that are apparent between respondent parents in their levels of involvement with regard to schools. We conclude that, within a broadly similar paradigm of active involvement with and monitoring of schools, nuanced differences in parental strategising reflect whether academic achievement is given absolute priority within the home. This, in turn, reflects differential family habitus, and differential possession and activation of capitals.  相似文献   

Examining the use of theory within educational technology and media research     

Scott Bulfin  Michael Henderson  Nicola Johnson 《Learning, Media and Technology》2013,38(3):337-344

Academic research in the areas of educational technology and media is often portrayed to be limited in terms of its use of theory. This short paper reports on data collected from a survey of 462 ‘research active’ academic researchers working in the broad area of educational technology and educational media. The paper explores their use (and non-use) of theory.  相似文献